Conference Session

PCEE Resource Exchange

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abeera P. Rehmat, Purdue University, West Lafayette; Marissa Christina Owens, University of Nevada, Las Vegas

Tagged Divisions

Pre-College Engineering Education

’ materials.Materials Students had access to computers, books about weather and climate, climate data, andbuilding materials (e.g., cardboard, scissors, craft sticks, masking tape, construction paper, rulers,pencils, and empty paper towel rolls). A leaf blower was used to test the stability of theirstructure.Assessment Formative assessments were conducted via discussion, observation, and daily writtenstudent reflections. Students reflected each day on their experience and identified two things thatthey learned. Additionally, summative assessments occurred at the end of the activity, whichincluded creating the tornado proof structure and presenting it to the class. Students had to createa PowerPoint presentation, one per group, to share their

Conference Session

Fostering Business and Professional Skills in the Engineering Classroom

Collection

2018 ASEE Annual Conference & Exposition

Authors

Veera Gnaneswar Gude P.E., Mississippi State University

Tagged Divisions

Civil Engineering

writing, exploratory writing,formal writing, informal writing and reflective writing exercises. This paper will present thetrends in student learning curves across two semesters. The evaluation criteria was based on thecomponents such as consideration of audience (15%), quality of solution (15%), rigor ofengineering analysis (25%), organization and focus (15%), clarity and coherence (15%), andprofessional appearance (15%). A comparison of student performance in terms of contentaccuracy, language issues and effect of writing expression between the three courses will bepresented. The relationship between the number of errors and the type of writing activity wasevaluated for the three semesters. The major differences in student performances among

Conference Session

Pre-college Engineering Education Division Technical Session 13

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chelsea J. Andrews, Tufts University; Nicole Alexandra Batrouny, Tufts University; Kristen B. Wendell, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

designs fail the test; groups testing iterate and continue testing, trying to improve their designs. Day 7: What can we learn by looking across all our design attempts? Reflection Groups reflect on their design attempts; teacher facilitates a whole class discussion comparing across designs. Day 8: How do engineers share their ideas through speaking and writing? Design Groups share their designs and design process with other students and members of the conference school and greater community. DESIGN BRIEF Goal: Design, build, test, and iterate on a retaining structure that keeps sand away from the model train tracks, allows the sand to support the weight of a model building, and stays up when

Conference Session

K-12 Activities

Collection

2006 Annual Conference & Exposition

Authors

Leanne Hirshfield, Tufts University; Barbara Moskal, Colorado School of Mines

Tagged Divisions

K-12 & Pre-College Engineering

provide students with personalized tutors through the use of educational software.However, without the authoritative involvement of a teacher, many students are not motivated tolearn material presented via computer. The challenge to educational software designers is tocreate environments that motivate students to think reflectively about content, encouraging themto invest time and energy in the learning process. One manner in which to accomplish this goalmay be to include student ideas when developing software. This paper presents the results of aresearch investigation that examined the inclusion of middle school students in the process ofdesigning educational software. Eight middle school students participated in a focus groupdiscussion, during

Conference Session

Women & New Faculty Development

Collection

2006 Annual Conference & Exposition

Authors

Susan Miertschin, University of Houston; Carole Goodson, University of Houston; Luces Faulkenberry, University of Houston; Barbara Stewart, University of Houston

Tagged Divisions

New Engineering Educators

withdifferent assessment techniques is to try them with respect to student achievement in one’s ownclasses. Use methods other than tests, or use tests to assess the effectiveness of different teachingtechniques. A faculty member might compare student performance on tests from year to year –after normalizing or statistically controlling for differences in the initial academic backgroundsof the classes being compared. Student backgrounds at the beginning of class might be measuredusing a student self-assessment technique.Use the results. Too often results of assessment are set aside with little thought or reflection untilan accreditation team or university review team requests the data. Instead, carefully consider theresults in a timely manner. If

Conference Session

New Approaches in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ishbah Cox, Purdue University; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Minorities in Engineering

students within thisseminar also take their first semester, first-year core engineering course together. This coursewill serve as one of many supported by a larger university initiative in which students engage incommunity-building inside and outside of the classroom.Course objectives include the following: 1. Identify and understand the importance of music in society. 2. Explain and demonstrate connections between music and engineering. 3. Explore the university’s history. 4. Demonstrate uses of campus resources that will enable academic success. Page 23.782.4 5. Participate in music-related service projects. 6. Attend and reflect on

Conference Session

Student Learning, Problem Solving, & Critical Thinking 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eric L. Wang, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

Page 24.66.1 c American Society for Engineering Education, 2014 A Method for Adjusting Group-Based GradesAbstractGrades for assignments completed as an individual are a reflection of a student’s actual work,whereas the grade for a group assignment is easily confounded by the effects of their teammates(positively and negatively). Assigning grades to individuals for a group project is importantbecause instructors want to assign grades that reflect effort as well as content. Since all studentsin a group typically receive the same grade for a group assignment, group grades have theundesirable effect of obscuring a student’s true performance. Thus, it is desirable to develop amethod which could be

Conference Session

New Trends in ECE Education

Collection

2003 Annual Conference

Authors

Peter Idowu

‘teaching situation’ is identified in widely varying ways by therespondents within the sample. This is revealed in the conceptions of teaching identified in thestudy. The conceptions range from student-focused strategy aimed at students changing theirconceptions to a teacher-focused strategy with the intention of transmitting information tostudents. The former, in a two-way transmission leaves students in control of portions of contentand learning, while the latter reflects a one-way transmission where the instructor controlscontent, and may not take students’ conceptions into account.The effect of curriculum organization on study progress in engineering studies was recentlydocumented by Hulst and Jansen 7. Curricular characteristics were shown to

Conference Session

Inservice Teacher Engineering Education

Collection

2005 Annual Conference

Authors

Sharon Kurpius; Dale Baker; Chell Roberts; Stephen Krause

actions and knowledge about their current practice. Consequently,we used four analytical themes (Reflections on Practice, Changes in Practice, Intentions toChange Practice, and Change in Knowledge) to examine the likelihood that what teachersencountered in the course would transfer to their classrooms. Three graduate students allowed usto gather data over a semester to develop in-depth cases. The teachers were Alice, an elementaryteacher; Denise, who taught at a Science Center; and Dana, a high school chemistry teacher.Alice intended to change, or changed things, such as teaching the design process explicitly,learning the science behind engineering concepts, developing activities for young children, usingeveryday contexts, and planning a model

Conference Session

Teams and Teamwork in Design

Collection

2010 Annual Conference & Exposition

Authors

Senay Purzer, Purdue University

Tagged Divisions

Design in Engineering Education

observing all teams when teaching and providing feedback on theirprocesses, a metacognitive structure was used to engage students in self reflection and groupprocessing. The MERIT kit has three key components that are designed to address commonchallenges we face in teaching and assessing collaborative learning and teaming skills. Thesethree components are: (a) “Vicarious Learning Experiences” using case study videos (e.g., PBSDesign Squad clips) along with group processing with MERIT cards, (b) the “I Know My TeamMembers” document, and (c) a “Performance Assessment Task” used for pre and postevaluation. Next steps, in the validation of the MERIT kit, is wide dissemination and evaluationof the kit in supporting individual student learning.Factors

Conference Session

Improving Teaching & Learning

Collection

2004 Annual Conference

Authors

Sandra Courter; Mary McEniry; Cid Freitag

2230 Professional Development On-line: Ways of Knowing and Ways of Practice Sandra Shaw Courter, Cid Freitag, Mary McInery University of Wisconsin – MadisonAbstract“Ways of Knowing and Ways of Practice” is an on-line professional developmentopportunity for faculty and instructional staff at the University of Wisconsin – Madison.This pilot distance learning experience occurred during Spring Semester, 2003. Theproject was designed to help faculty 1) engage in reflection and continuous improvementof learning, both their own and their students, 2) facilitate conversations

Conference Session

Best Zone Papers

Collection

2004 Annual Conference

Authors

Margaret Pinnell; Leon Chuck

stoves. In the Materials Laboratory, students manufactured three formulationsof insulative bricks and assessed their properties by conducting various mechanical and physicaltests. The educational goals of this project were to provide the students with a hands-on, service-learning experience to enhance their technical, program management, computer andcommunication skills. Another educational goal of this program was to expose the students toideas of appropriate technology, environmental responsibility and ethics, cultural diversity andcultural sensitivity. This paper will focus on the educational objectives and outcomes associatedwith this service-learning project. Details of the project including student responsibilities,reflection and methods

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shelley Goldman, Stanford University; Maureen Carroll; Molly Bullock Zielezinski, Stanford University; Aaron Loh, Ministry of Education, Singapore; Eng Seng Ng, Stanford University; Stephanie Bachas-Daunert, Stanford University

Tagged Divisions

K-12 & Pre-College Engineering

; Page 24.440.2 discuss experimental outcome. 8. Reflection: Students reflect in writing on the prompt: “Describe the process & outcome of building a water filtration system. What 3 recommendations would you make for others doing this for the first time?” For more activities, download our complete curriculum: http://goo.gl/Cjk3t2

Conference Session

Student Learning and Research

Collection

2005 Annual Conference

Authors

Abi Aghayere

4.06 4 8 4.0 4Student Feedback on the Impact of the Module SurveysTo gauge the impact of the module surveys on student learning from the students’ perspective,the students were asked to answer the following two additional open-ended questions whichwere to be submitted with the last module: How well did you reflect on the course topics (orintended learning outcomes) in the course modules before completing the module survey? Howdid the module survey impact your learning in this course? Here are representative samples ofstudent responses:“It was a good tool at going over the important points in my head and holding me accountable tolearn them. I’ve gone back a couple of

Conference Session

Exploring Trends in CPD

Collection

2005 Annual Conference

Authors

M. Zoghi

University and Columbia University.The National Society for Experiential Education (Honnet and Poulsen 1989) delineatesprinciples of good practice in combining service and learning involving an effective andsustained program. Based on these principles, the people with needs are able to define theirneeds and those providing the service are engaged in responsible and challenging actions for thecommon good. Furthermore, there are training, supervision, monitoring, support, recognition,assessment included in the process and it provides structured opportunities for people involved toreflect critically on the service experience. In particular, the reflection characteristic of service-learning endeavor distinguishes it from traditional design-across-the

Conference Session

Assessment Issues II

Collection

2004 Annual Conference

Authors

Barbara Stewart; Carole Goodson; Susan Miertschin; Luces Faulkenberry

agencies.Most academic institutions also have internal plans and evaluation requirements directed atassuring quality of programs and services. Evaluation data can make a case with decision makersfor increased support for under-resourced areas.While evaluation is then imposed on faculty by various authorities, it is also a matter ofprofessional integrity. Faculty members want to deliver good programs that enable their studentsto gain secure, stimulating and satisfactorily remunerative employment, as well as ensureemployers of the competence and potential of program graduates. Evaluating programs allowsfaculty to reflect, to better understand how a program is working, and where it is headed. Itenables faculty to catch potential problems related to

Collection

2001 Annual Conference

Authors

James Dally; Abhijit Nagchaudhuri

freshmenhave reflected that the activity has influenced “learning outcomes” of a richer flavor anddimension encompassing civic responsibility and life-skills over and above academic outcomes.Moreover, a survey of the pre-college students who participated in this endeavor indicates that 1 University of Maryland, Eastern Shore (UMES) offers an ABET accredited Engineering Degree in collaboration with ClarkSchool of Engineering at University of Maryland, College Park (UMCP) to the residents of Eastern Shores of Delmarva peninsula, Page 6.449.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference

Collection

2001 Annual Conference

Authors

Edmund Tsang

definition ofservice-learning: “Service-learning is a form of experiential education in which studentsengage in activities that address human and community needs together with structuredopportunities intentionally designed to promote student learning and development. Page 6.1156.1Reflection and reciprocity are key concepts of service-learning." Jacoby continues:“Service-Learning is based on the pedagogical principle that learning and developmentdo not necessarily occur as a result of experience itself but as a result of a reflectivecomponent explicitly designed to foster learning and development. Reflection shouldinclude opportunities for participants to

Collection

1998 Annual Conference

Authors

Carol Fulton; Barbara L. Licklider

no meansexhaustive - they simply reflect what has worked for us and what has guided our decisions alongthe way. We offer them by way of suggestion for those embarking on similar journeys. Alongthese same lines, we conclude the article by suggesting implications of our work for widespreadchange. What we do and why - Six guiding principles• Focus on learning and learnersProject LEA/RN embraces an active view of learning. This perspective grounded in two decades 3of research in cognitive psychology has changed what we know about learning and learners.This perspective emphasizes the active participation of the learner in the process

Conference Session

Design in Engineering Education Division (DEED) - Teamwork in Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brian Roth, Embry-Riddle Aeronautical University, Prescott

Tagged Divisions

Design in Engineering Education Division (DEED)

researchers applied their methods to the formation of small (threeperson) teams of business students who worked on short-term class projects. Their results werepromising enough to invite applications in other academic disciplines.This paper presents an “academic practice / design intervention” that adapts and extends thework of Lane and Pearlstein to engineering capstone design team formation. It adopts theirapproach of incorporating both student and instructor perspectives in the team formation process.It extends their work by adding an experiential activity that offers insight into potential teamdynamics. It also incorporates a reflective exercise that guides students toward more holisticteammate preferences.The impact of this new team formation

Conference Session

Civil Engineering Division (CIVIL) Technical Session - Professional Practice 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brett Rocha, United States Military Academy; Scott M. Katalenich P.E., United States Military Academy

Tagged Divisions

Civil Engineering Division (CIVIL)

education; infrastructure; sustainable design; and clean, renewable energy. ©American Society for Engineering Education, 2024 Work-In-Progress: Application of Employee Appraisal Forms to Facilitate Assessment of Student Outcomes in the Engineering Capstone CourseAbstractA critical component of educating civil engineering students and preparing graduates to enterprofessional practice is the engineering capstone course. This paper describes a work-in-progress to evaluate the use of employee appraisal forms to facilitate self-reflection andcounseling as a metacognitive strategy in engineering education. The authors have developed a“capstone support form” that mimics an employee evaluation report support form

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Brittany Lynn Butler-Morton, Rowan University; Darby Rose Riley, Rowan University; Eduardo Rodriguez Mejia M.Sc, Rowan University; Cheryl A Bodnar, Rowan University; Yusuf Mehta, Rowan University; Kaitlin Mallouk, Rowan University

Tagged Topics

NSF Grantees Poster Session

Paper ID #42666Board 362: Reimagining Civil Engineering Graduate Programs: A Research-to-PracticeApproach for Shaping Future Transportation EngineersMrs. Brittany Lynn Butler-Morton, Rowan UniversityDarby Rose Riley, Rowan University Darby Riley is a doctoral student of engineering education at Rowan University. She has a special interest in issues of diversity and inclusion, especially as they relate to disability and accessibility of education. Her current research is focused on the adoption of pedagogy innovations by instructors, specifically the use of reflections and application of the entrepreneurial mindset. Her

Conference Session

First-Year Programs Division WIPS 2: Students and Peer Mentors

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Tan, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Mary Raber, Michigan Technological University; A.J. Hamlin, Michigan Technological University; Matt Barron, Michigan Technological University

Tagged Divisions

First-Year Programs Division (FYP)

other aspects of the curriculum.After attending a d.school Teaching and Learning Studio and being asked to document their ownlearning journey through an activity [1], two of the co-authors wanted to help students in thefirst-year engineering courses reflect on both their learning and emotional journeys throughouttheir first course. In particular, we wanted to focus our study on this study of MATLAB andidentify where students struggled in the learning of the material and where they struggledemotionally in the content.Student Learning Journey MappingOne definition of a journey map is a visual representation of a person’s journey throughout anexperience. Figure 1 below shows the version developed by the d.school and explains how thelearning

Collection

2000 Annual Conference

Authors

Hamid Khan

• Simulation Application Steps and strategies used in developing Outcomes Based Evaluation QuestionnaireSchon (1983) stresses that reflective practice demonstrating the outcomes of learning is grounded in thestudents’ appreciation of the system (i.e. repertoire of values, knowledge, theories, and implied practicesexpected of the student learners) [4]. Consequently the preparation of reflective student practitionersrequires not only the elements of the reflective process but also increasing the range and depth ofknowledge in each student’s appreciation of the system.The strategies suggested for the development and inclusion of student reflection in projects included (a)Communicating that knowledge is socially constructed – students were given

Collection

1997 Annual Conference

Authors

Kara B. Wright; Charles T. Wright; Christine L. Collier; Lawrence Genalo

bumper sensors, they were given a special lightsensor that could be commanded to emit a light and measure the amount of light reflected back tothe sensor. Such a sensor, called a reflective sensor, produced values in the range from 0 to 255inclusive and is regarded as an “analog” sensor (in contrast to the “digital” sensor that producesonly two values, 0 and 1). The students were encouraged to experiment with the reflective Page 2.445.3sensors applied to various surfaces to see what range of values would typically be produced whenlight was reflected from a nearby surface.The students discovered that reflective sensors could be used to determine

Conference Session

Engineering Education Research and Assessment II

Collection

2005 Annual Conference

Authors

Mary Frances Stewart; Malgorzata Zywno

. Page 10.881.1 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering EducationFelder Learning Style Model and Instructional TechnologyThe Felder Learning Style Model identifies characteristics of the learners according to fourcategories: Active/Reflective, Sensing/Intuitive, Visual/Verbal and Sequential/Global4. TheFelder-Soloman Index of Learning Styles (ILS), a psychometric instrument associated with themodel, is freely available online5. Literature review, most notably of the work by Felder, showsthat there is a mismatch between learning styles of engineering students, who areoverwhelmingly Active, Sensing and Visual

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

Timothy Cooley; Terrence O'Connor

/airmixture. The second plate contained a series of peripheral channels, creating a venturi thatintroduced and blended propane into the incoming air stream. This design then provided ameans to accurately control fuel/air mixture for experimental purposes, as required.The spark ignition system differs from a typical small engine in that it supplies multiple sparksper stroke rather than the single spark from a magneto input. The system sparks continually at arate of approximately 1 kHz when triggered by the input sensors. The spark system is describedin more detail in the authors’ previous paper1. After initial testing, this spark system was alteredby adding a second reflective sensor on the camshaft. The original version had only a singlereflective

Conference Session

Improving Mechanics of Materials Classes

Collection

2002 Annual Conference

Authors

Kevin Sutterer

should identify knowledge associated with the subject being learned and prioritize thatknowledge in one of three types (2): (a) “enduring” understanding, (b) important to know and do,and (c) worth being familiar with. Acceptable evidence that the desired results have beenachieved requires assessment of learning. Assessment may be one of three general types:content-focused quiz and test questions, open-ended problems that require critical thinking, andauthentic performance tasks and projects. Assessment measurements may include quantitativedata, qualitative observations or comments, and reflective statements by faculty and students.This process is a good structure for curriculum revision, but meticulous completion of everyaspect of each stage of

Collection

2024 ASEE North Central Section Conference

Authors

Mary M McCall M.A., University of Detroit Mercy; Nassif E Rayess, University of Detroit Mercy

tobe robust, repeated, and experienced over the course of the student’s college career.Another approach – Embedded technical writingIn 2016, the Mechanical Engineering curriculum at University of Detroit Mercy moved from thetraditional one-semester Technical Writing class offered through the English Department to anEmbedded Technical Writing approach. Among other “soft” or “people” skills, teamwork isdiscussed and practiced from day one through graduation. Over a series of five technical writingclasses from first through third year, students grow in their understanding of the value teams canbring to problem solving, project management and relationship development. Hands-on practiceand reflections help them internalize a teamwork approach to

Collection

2023 PSW

Authors

Lessa Grunenfelder

and abilities) are treated iteratively throughout the program. Finally, theelement of reflection, outlined in black in Figure 1, is not part of Prather’s model, but is a criticalcomponent of the faculty learning program and a key tool in the development of STEMEducation expertise.As outlined by Tran and Halverson [3], the objectives of the program are to: • Deepen faculty’s understanding of how people learn • Change teaching behavior to support student learning • Engage STEM faculty in habits of reflection • Nurture a tradition of continued learning about teaching • Build a faculty learning communityThe FLP is a full year (two-semester) course completed by a faculty cohort and lead by a team offacilitators. The